Kriesky says many contribute to success

Published: Friday, July 19, 2013 at 4:26 p.m.

Last Modified: Friday, July 19, 2013 at 4:26 p.m.

Upon arriving at Lexington City Schools as the new superintendent in the summer of 2009, Rick Kriesky identified two areas as the highest priorities that needed to be improved as quickly as possible — the fifth-grade reading level and the graduation rate.

As he enters his fifth school year as the leader of the district, both of those concerns have been a priority as a result of changes, some collaborative thinking and community support.

"The staff and students in Lexington City Schools have achieved amazing growth in academic and related areas over the past four years," Kriesky said. "Evidence of this growth is supported with data and documentation that attests to the significant progress. While demographic indicators (of the system's makeup) suggest less than ideal circumstances for these unprecedented gains, efforts by the teaching and administrative staffs have allowed students to build stronger relationships with adults, connect classroom instruction to real world applications and move toward increasing rigor in academics.

"The positive student growth has not been accomplished in an academic vacuum. Connected to the increase in student success is overwhelming support from community, business and governmental entities and individuals. Those who step forward from the community offer mentorship, guidance and positive reinforcement for students. The trajectory of Lexington City Schools is upward and powerful and is a result of a collective effort."

Kriesky noted that the two most important pieces are the community's input and support. He talked about the newly formed Jacket Academic Booster Club, which he says is leading the way in bringing academic accomplishments to the same level of prestige as athletic feats. Mentorship and support from Project Potential, Communities In Schools of Lexington/Davidson County, the Males Only club, Kiwanis, Rotary and Civitan clubs, churches, the Davidson County Board of Commissioners, Lexington City Council, United Way of Davidson County, along with individual businesses and supporters, contribute to the increase in student success, Kriesky said.

"These efforts add to the much-needed relationship piece that keeps students connected with their school and feeling positive about academic excellence," he said. "That's the key … what is being provided by the community groups — support and encouragement. The community is actually allowing students to grow and experience educational opportunities. Students are getting positive reinforcement.

"There's no other system that gets support as a public school system as much as ours. It is truly an amazing thing. A lot of community members are seeing that their participation can make a true difference. We are so grateful."

Reading scores improve

At the end of the 2008-09 school year, 55.4 percent of the system's fifth-graders were reading on grade level (that amount was below the state average of 68.5 percent). In the fall of 2012, the system was able to report to the N.C. Department of Public Instruction that 72.7 percent of the fifth-graders were reading on grade level (the state level at that time was 72.3 percent). Statistics for the past school year have not been released.

Kriesky noted the reading gain took place in a school district that has students who speak 18 different languages and where 32 percent of the students live in homes that do not speak English.

"This literacy explosion took place because elementary teachers throughout the school system began to speak a common instructional language and utilize a systemwide strategy for instruction, assessments and remediation," Kriesky said. "Led by system instructional personnel, building principals, school literacy specialists and teachers, literacy proficiency became the driving force for all things in the elementary schools."

To address moving in an upward direction, several changes took place during the past couple of years. Several administrators within the central office and inside the schools switched positions. In 2009, the school board approved a literacy map that emphasized the system's reading initiative.

As part of that plan a realignment of school grades took place in the 2011-12 school year. The whole district was reconfigured when South Lexington School was designated as a pre-kindergarten and kindergarten center while three other schools — Pickett, Southwest and Charles England elementary — became first through fifth grades. Initially the system had always been kindergarten through third grade at three schools while Charles England housed fourth and fifth grades.

Kriesky said data and research prompted the changes to the structure and organization of the schools. He said grade configurations, technology-based instruction, staff-driven professional development, a seamless pre-kindergarten through 12 systemwide vision and efforts to be as parent friendly as possible have allowed the school system to advance.

"Moving toward a collaborative learning culture is allowing Lexington City Schools to create a platform to focus on crucial improvements," he said. "This evolving culture is producing a higher level of accountability and a clear focus on student performance rather than on teacher-centered instruction. Adapting to a changing world is a significant part of becoming and remaining a viable public school system."

Graduation rates also improve

Before Kriesky arrived, initiatives and programs such as a graduation task force had been put in place to address the rate of students graduating from the high school. In the 2005-06 school year, the system reported 43.7 percent of its students were graduating, which was the lowest in the state.

At the end of the 2008-2009 year, the district graduation rate was 70 percent followed by 71.5 percent in 2010. The rate continued to rise to 73.8 percent in 2011 and then 78.5 percent last year.

Although the rate had not been released yet for the 2012-13 school year, Kriesky said administrators anticipate it will be 85 percent. He noted that of the 2013 graduates, 81 percent have been accepted into a two- or four-year institution while another 9 percent have chosen to go into the military.

"One of the biggest factors in the meteoric rise in the graduation rate is the relationship building that is taking place in the school system and at the high school in particular," Kriesky said. "The staff at the high school is very intentional in building genuine relationships and understanding that students sometimes make poor choices, and logical consequences must be enforced. But by allowing students to grapple with life's challenges in a nonjudgmental way, students are given respect and encouraged to mature and evolve in their personal life as well as their academic life."

To help with raising the rates, administrative changes took place, and in the fall of 2009 a freshman academy was developed at LSHS. Kriesky noted a cultural shift at the high school is evidenced by the reduction in suspensions and expulsions of 73 percent compared to 2009.

Demographic indicators pose challenges

Kriesky emphasized that the systemic changes have taken place in a school system that seems to have been a victim of the community's economic downturn prior to the recession. With more than 85 percent of the school system's students identified by the federal government as economically disadvantaged, LCS' students are defying the odds and proving that all students regardless of federal labels can achieve and succeed academically, he said.

"There are challenges that educators are connected to teaching and learning. Our students truly define those assumptions and labels that are placed on them," Kriesky said. "It's a very great deal of pride that we can say our students and teachers are not held back by some belief or label placed on them. Our teachers are doing a lot of good things. I'm very proud to be able to work alongside of a group of professionals dedicated to making a difference with our students and dedicated to changing the public's perception of what Lexington City Schools is all about."

Kriesky said the community is providing an enormous amount of support and encouragement for students through various organizations. Due to the diversity — culturally and economically — teachers in the system have to bring a unique skill set into the classroom, Kriesky said.

"It is true. You have to love education and you have to love children to be a successful teacher here in Lexington. Because of different cultures our teachers have to understand that we teach individuals," he said. "That's why there's been so much growth. All the growth and achievement is due entirely to the tireless efforts of teachers, principals and curriculum directors. Add the community support that fuels those students … it's a winning combination."

Kriesky makes quick impact

Lexington Board of Education vice chairman Tom Danze said the board was charged by the community to find a person who would fit many of their desired traits, someone who was not from here, a person who had experience and an individual who would commit to the community. He was part of the board that hired Kriesky.

"Hands down he was the leading choice," Danze said. "I'm glad he came. Our school system needed fresh ideas and a new way to do things. He chose our system because of the challenges it proposed. I think we got very lucky he decided to come here."

Danze said evidence of Kriesky's success can be measured by the academic results.

"What he put into place is moving in the right direction," he said. "He's an excellent educator. He has held to his task and endured a little bit of push back. His numbers are proving his direction is correct. It has been a challenge. Our kids are winning."

Betty Pope, another school board member and former vice chairwoman, joined the board in 2010. She said the most helpful thing Kriesky has done is reorganize the elementary grades to keep the students in one school longer. As a retired teacher of the system, Pope saw the effects of students not being in a school long enough to establish consistency. She said now the teachers have no choice but to work together because they have the students for five years. She also noted that the curriculum directors he placed in the system will help continue his vision.

"He laid the framework. He had a vision when he came in and knew where he wanted to go. That was something we needed," she said. "As a school board we haven't voted on everything he wanted. With the major things, the board has supported him. We're going to see better things happen.

"The scores are going up because of his leadership and because we have the hardest-working teachers. We have a unique population. You have to want to work with this population to meet that challenge. Seeing test scores go up and scores rise gives confidence that the teachers can do it."

Looking ahead

As the system moves forward, Kriesky said, it will continue to see the evolution of instructional technology. He noted the 1 to 1 laptop initiative that begin two years ago will evolve into a "bring your own device" program for those who can afford it with the system continuing to provide devices for those who cannot. Kriesky also said technology will open more lines of communication between parents and schools on student work, discipline and attendance for example.

He also touched on teachers understanding limitations with initiatives such as the laptop effort. With the system developing an "Innovative 100" program, teachers will be awarded financially for successful lessons that are verified through student data and connect those lessons with a mini professional development session for peer teachers.

"The school system will continue to develop and implement a coherent systemwide strategy to support teaching and learning in all classrooms," Kriesky said. "Large-scale instructional improvement will continue to evolve as collaborative learning cultures are emphasized. Respectful and positive relationships with students will continue to be embedded within the system's culture. Rigorous curriculum maps and pacing guides will continue to be produced by local teacher leaders. The school system will move forward in encouraging teachers to 'think out of the box' in creating lessons that will make classroom learning relevant for students. Finally, quality instructional coaching and authentic accountability for student learning will continue to be ramped up to meet the ever-changing needs of the Lexington students."

A major campaign kicked off in the fall of 2011 where the system set a goal for 2016 known as 90-90-0. Under that plan the district plans to have a 90 percent graduation rate, with 90 percent of those students being accepted into a two- or four-year college/university, and then have 0 percent of them having to take remedial courses at the post-secondary schools.

Kriesky said the campaign is doable, and he wants to graduate as many students as possible. The only limits the students have are those the system places on them, he said. He admitted like all school systems, the district does make mistakes and is not perfect, however it is on the way to reaching its goal.

"The overarching philosophy that has contributed to the amazing growth and accomplishments of the students is one of high expectations for all, staff and students alike," he said. "It is not acceptable to be satisfied with consistent low performance. All students can learn. It is up to the adults to provide the platform for student success. It is sad to hear naysayers and those who speak about things they do not know unwittingly criticize Lexington City Schools and student successes. But ignorant negativity based on personal biases will not tarnish the accomplishments of the students and the staff."

He said the hardest thing, like any other public school system, is having traditions and a culture within itself.

"To change the way we do business and the way we teach changes the culture," he said. "It takes time. It's so amazing to me there's been a positive tremendous change during everything. Public schools across North Carolina and the country are criticized tremendously. If someone wants to come see how public schools can work and how students can make magnificent growth … they need to come sit in some classes at Lexington City Schools. We have areas we will continue to work on. We are far from where we need to be. Our growth and student achievement has far exceeded what most people would have expected."

Deneesha Edwards can be reached at 249-3981, ext. 213, or at deneesha.edwards@the-dispatch.com.

<p>Upon arriving at Lexington City Schools as the new superintendent in the summer of 2009, Rick Kriesky identified two areas as the highest priorities that needed to be improved as quickly as possible — the fifth-grade reading level and the graduation rate.</p><p>As he enters his fifth school year as the leader of the district, both of those concerns have been a priority as a result of changes, some collaborative thinking and community support.</p><p>"The staff and students in Lexington City Schools have achieved amazing growth in academic and related areas over the past four years," Kriesky said. "Evidence of this growth is supported with data and documentation that attests to the significant progress. While demographic indicators (of the system's makeup) suggest less than ideal circumstances for these unprecedented gains, efforts by the teaching and administrative staffs have allowed students to build stronger relationships with adults, connect classroom instruction to real world applications and move toward increasing rigor in academics.</p><p>"The positive student growth has not been accomplished in an academic vacuum. Connected to the increase in student success is overwhelming support from community, business and governmental entities and individuals. Those who step forward from the community offer mentorship, guidance and positive reinforcement for students. The trajectory of Lexington City Schools is upward and powerful and is a result of a collective effort."</p><p>Kriesky noted that the two most important pieces are the community's input and support. He talked about the newly formed Jacket Academic Booster Club, which he says is leading the way in bringing academic accomplishments to the same level of prestige as athletic feats. Mentorship and support from Project Potential, Communities In Schools of Lexington/Davidson County, the Males Only club, Kiwanis, Rotary and Civitan clubs, churches, the Davidson County Board of Commissioners, Lexington City Council, United Way of Davidson County, along with individual businesses and supporters, contribute to the increase in student success, Kriesky said. </p><p>"These efforts add to the much-needed relationship piece that keeps students connected with their school and feeling positive about academic excellence," he said. "That's the key … what is being provided by the community groups — support and encouragement. The community is actually allowing students to grow and experience educational opportunities. Students are getting positive reinforcement.</p><p>"There's no other system that gets support as a public school system as much as ours. It is truly an amazing thing. A lot of community members are seeing that their participation can make a true difference. We are so grateful."</p><p><B><B>Reading scores improve</B></B></p><p>At the end of the 2008-09 school year, 55.4 percent of the system's fifth-graders were reading on grade level (that amount was below the state average of 68.5 percent). In the fall of 2012, the system was able to report to the N.C. Department of Public Instruction that 72.7 percent of the fifth-graders were reading on grade level (the state level at that time was 72.3 percent). Statistics for the past school year have not been released.</p><p>Kriesky noted the reading gain took place in a school district that has students who speak 18 different languages and where 32 percent of the students live in homes that do not speak English.</p><p>"This literacy explosion took place because elementary teachers throughout the school system began to speak a common instructional language and utilize a systemwide strategy for instruction, assessments and remediation," Kriesky said. "Led by system instructional personnel, building principals, school literacy specialists and teachers, literacy proficiency became the driving force for all things in the elementary schools."</p><p>To address moving in an upward direction, several changes took place during the past couple of years. Several administrators within the central office and inside the schools switched positions. In 2009, the school board approved a literacy map that emphasized the system's reading initiative.</p><p>As part of that plan a realignment of school grades took place in the 2011-12 school year. The whole district was reconfigured when South Lexington School was designated as a pre-kindergarten and kindergarten center while three other schools — Pickett, Southwest and Charles England elementary — became first through fifth grades. Initially the system had always been kindergarten through third grade at three schools while Charles England housed fourth and fifth grades.</p><p>Kriesky said data and research prompted the changes to the structure and organization of the schools. He said grade configurations, technology-based instruction, staff-driven professional development, a seamless pre-kindergarten through 12 systemwide vision and efforts to be as parent friendly as possible have allowed the school system to advance.</p><p>"Moving toward a collaborative learning culture is allowing Lexington City Schools to create a platform to focus on crucial improvements," he said. "This evolving culture is producing a higher level of accountability and a clear focus on student performance rather than on teacher-centered instruction. Adapting to a changing world is a significant part of becoming and remaining a viable public school system."</p><p><B><B>Graduation rates also improve</B></B></p><p>Before Kriesky arrived, initiatives and programs such as a graduation task force had been put in place to address the rate of students graduating from the high school. In the 2005-06 school year, the system reported 43.7 percent of its students were graduating, which was the lowest in the state.</p><p>At the end of the 2008-2009 year, the district graduation rate was 70 percent followed by 71.5 percent in 2010. The rate continued to rise to 73.8 percent in 2011 and then 78.5 percent last year. </p><p>Although the rate had not been released yet for the 2012-13 school year, Kriesky said administrators anticipate it will be 85 percent. He noted that of the 2013 graduates, 81 percent have been accepted into a two- or four-year institution while another 9 percent have chosen to go into the military. </p><p>"One of the biggest factors in the meteoric rise in the graduation rate is the relationship building that is taking place in the school system and at the high school in particular," Kriesky said. "The staff at the high school is very intentional in building genuine relationships and understanding that students sometimes make poor choices, and logical consequences must be enforced. But by allowing students to grapple with life's challenges in a nonjudgmental way, students are given respect and encouraged to mature and evolve in their personal life as well as their academic life."</p><p>To help with raising the rates, administrative changes took place, and in the fall of 2009 a freshman academy was developed at LSHS. Kriesky noted a cultural shift at the high school is evidenced by the reduction in suspensions and expulsions of 73 percent compared to 2009.</p><p><B><B>Demographic indicators pose challenges</B></B></p><p>Kriesky emphasized that the systemic changes have taken place in a school system that seems to have been a victim of the community's economic downturn prior to the recession. With more than 85 percent of the school system's students identified by the federal government as economically disadvantaged, LCS' students are defying the odds and proving that all students regardless of federal labels can achieve and succeed academically, he said. </p><p>"There are challenges that educators are connected to teaching and learning. Our students truly define those assumptions and labels that are placed on them," Kriesky said. "It's a very great deal of pride that we can say our students and teachers are not held back by some belief or label placed on them. Our teachers are doing a lot of good things. I'm very proud to be able to work alongside of a group of professionals dedicated to making a difference with our students and dedicated to changing the public's perception of what Lexington City Schools is all about."</p><p>Kriesky said the community is providing an enormous amount of support and encouragement for students through various organizations. Due to the diversity — culturally and economically — teachers in the system have to bring a unique skill set into the classroom, Kriesky said.</p><p>"It is true. You have to love education and you have to love children to be a successful teacher here in Lexington. Because of different cultures our teachers have to understand that we teach individuals," he said. "That's why there's been so much growth. All the growth and achievement is due entirely to the tireless efforts of teachers, principals and curriculum directors. Add the community support that fuels those students … it's a winning combination."</p><p><B><B>Kriesky makes quick impact</B></B></p><p>Lexington Board of Education vice chairman Tom Danze said the board was charged by the community to find a person who would fit many of their desired traits, someone who was not from here, a person who had experience and an individual who would commit to the community. He was part of the board that hired Kriesky.</p><p>"Hands down he was the leading choice," Danze said. "I'm glad he came. Our school system needed fresh ideas and a new way to do things. He chose our system because of the challenges it proposed. I think we got very lucky he decided to come here."</p><p>Danze said evidence of Kriesky's success can be measured by the academic results.</p><p>"What he put into place is moving in the right direction," he said. "He's an excellent educator. He has held to his task and endured a little bit of push back. His numbers are proving his direction is correct. It has been a challenge. Our kids are winning."</p><p>Betty Pope, another school board member and former vice chairwoman, joined the board in 2010. She said the most helpful thing Kriesky has done is reorganize the elementary grades to keep the students in one school longer. As a retired teacher of the system, Pope saw the effects of students not being in a school long enough to establish consistency. She said now the teachers have no choice but to work together because they have the students for five years. She also noted that the curriculum directors he placed in the system will help continue his vision.</p><p>"He laid the framework. He had a vision when he came in and knew where he wanted to go. That was something we needed," she said. "As a school board we haven't voted on everything he wanted. With the major things, the board has supported him. We're going to see better things happen. </p><p>"The scores are going up because of his leadership and because we have the hardest-working teachers. We have a unique population. You have to want to work with this population to meet that challenge. Seeing test scores go up and scores rise gives confidence that the teachers can do it."</p><p><B><B>Looking ahead</B></B></p><p>As the system moves forward, Kriesky said, it will continue to see the evolution of instructional technology. He noted the 1 to 1 laptop initiative that begin two years ago will evolve into a "bring your own device" program for those who can afford it with the system continuing to provide devices for those who cannot. Kriesky also said technology will open more lines of communication between parents and schools on student work, discipline and attendance for example. </p><p>He also touched on teachers understanding limitations with initiatives such as the laptop effort. With the system developing an "Innovative 100" program, teachers will be awarded financially for successful lessons that are verified through student data and connect those lessons with a mini professional development session for peer teachers. </p><p>"The school system will continue to develop and implement a coherent systemwide strategy to support teaching and learning in all classrooms," Kriesky said. "Large-scale instructional improvement will continue to evolve as collaborative learning cultures are emphasized. Respectful and positive relationships with students will continue to be embedded within the system's culture. Rigorous curriculum maps and pacing guides will continue to be produced by local teacher leaders. The school system will move forward in encouraging teachers to 'think out of the box' in creating lessons that will make classroom learning relevant for students. Finally, quality instructional coaching and authentic accountability for student learning will continue to be ramped up to meet the ever-changing needs of the Lexington students."</p><p>A major campaign kicked off in the fall of 2011 where the system set a goal for 2016 known as 90-90-0. Under that plan the district plans to have a 90 percent graduation rate, with 90 percent of those students being accepted into a two- or four-year college/university, and then have 0 percent of them having to take remedial courses at the post-secondary schools. </p><p>Kriesky said the campaign is doable, and he wants to graduate as many students as possible. The only limits the students have are those the system places on them, he said. He admitted like all school systems, the district does make mistakes and is not perfect, however it is on the way to reaching its goal.</p><p>"The overarching philosophy that has contributed to the amazing growth and accomplishments of the students is one of high expectations for all, staff and students alike," he said. "It is not acceptable to be satisfied with consistent low performance. All students can learn. It is up to the adults to provide the platform for student success. It is sad to hear naysayers and those who speak about things they do not know unwittingly criticize Lexington City Schools and student successes. But ignorant negativity based on personal biases will not tarnish the accomplishments of the students and the staff."</p><p>He said the hardest thing, like any other public school system, is having traditions and a culture within itself.</p><p>"To change the way we do business and the way we teach changes the culture," he said. "It takes time. It's so amazing to me there's been a positive tremendous change during everything. Public schools across North Carolina and the country are criticized tremendously. If someone wants to come see how public schools can work and how students can make magnificent growth … they need to come sit in some classes at Lexington City Schools. We have areas we will continue to work on. We are far from where we need to be. Our growth and student achievement has far exceeded what most people would have expected."</p><p>Deneesha Edwards can be reached at 249-3981, ext. 213, or at deneesha.edwards@the-dispatch.com.</p>